May 30, | nursing, med, NURS, Paper
T-Test Nursing assignment
T-Test Nursing assignment
Topic 4: The t-Test
Objectives:
Differentiate the use of three types of t-tests.
Explain the assumptions of the t-test.
Interpret t-test results to determine the difference in means.
ORDER A PLAGIARISM-FREE PAPER HERE
Application of the t-Test
The purpose of this assignment is to learn how to apply the t-test to a sample dataset.
For this assignment, students will use IBM SPSS Statistics and the “Example Dataset.” T-Test Nursing assignment
Using the “Example Dataset” and SPSS, apply the t-test to assess the following statement: “Men and women have different incomes in this city.”
Show your calculations and copy of the SPSS output in a Word document.
In a separate 250-500 Word document, address the following questions:
Describe what t-test is the most appropriate and explain why. Discuss whether you used a one-tailed or two-tailed test and explain why.
Using SPSS, calculate the t-test and provide the test statistic and critical value assuming an alpha of .05.
Calculate the effect size using r2.
Interpret the results by (a) stating the reason the study or test was done, (b) presenting the main results, (c) explaining what the results mean, and (d) making suggestions for future research. T-Test Nursing assignment
Submit both Word documents to the instructor.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Attachments
PUB-550-RS-Example Dataset.xlsx
Topic 4 DQ 1
Compare the three types of t-tests by discussing when each is most appropriate to use and which types of questions each type of t-test best answers. Include specific examples to illustrate the appropriate use of each test. T-Test Nursing assignment
Topic 4 DQ 1
The t-test is one type of inferential statistics that are used to determine whether there is a significant difference between the means of two groups (Glen, 2020). The three main types of the t-test are:
One sample t-test tests whether the mean of a single population is equal to a target value. An example is testing whether the mean heights of female college students are greater than 5.5 feet. The second t-test type is the two-sample t-test which tests whether the difference between the means of two independent populations is equal to a target value. And an example of this is testing whether the mean height of female college students significantly differs from the mean height of male college students (Glen, 2020) T-Test Nursing assignment. Another type of t-test is paired t-test, this tests whether the mean of the differences between dependent or paired observations is equal to a target value. When measuring paired t-test, two measurements are usually taken on the same item, person or thing. This test is chosen if two items that are being measured are in the same unique condition. An example is measuring the weight of male college students before and after each student takes a weight-loss pill. This is to determine the mean weight loss is significant enough to conclude that the pill works or not (Glen, 2020). T-Test Nursing assignment.
Reference:
Glen, S. (2020). The t-Test (Student’s T-Test): Definition and Examples. Retrieved from
https://www.statisticshowto.datasciencecentral.com/probability-and-statistics/t-test/
Topic 4 DQ 2
Step 2 of hypothesis testing involves reviewing the assumptions of the test you selected. Discuss the three assumptions of the t-test. Provide an example of the assumption that is not robust to violations and a situation when the assumption is violated.
Topic 4 DQ 2
Assumptions are (Harvard University, n.d.):
Not always true
Important conditions that should hold in order for the t-test to work accurately
If you look in the textbook, based on what type of t-test you are doing the assumptions vary slightly. To combine them all, regardless of the type of t-test, there are common assumptions including random sampling, normality of data distribution, adequacy of sample size and equality of variance in standard deviation. T-Test Nursing assignment.
The t-test relies on a set of assumptions for it to be interpreted properly and with validity. Based on these assumptions, the data must be randomly sampled from the population of interest and that the data variables follow a normal distribution (Maverick, 2020).
As mentioned above that based on the t-test the assumptions may vary, that is the same for understanding if the test is robust for violations or not – see below (Emory University, n.d.)
One-sample t-tests are considered “robust” for violations of normal distribution. This means that the assumption can be violated without serious errorbeing introduced into the test.
The t-test for dependent means is considered typically “robust” for violations of normal distribution. This means that the assumption can be violated without serious errorbeing introduced into the test in most circumstance. T-Test Nursing assignment
The t-test for independent means is considered typically “robust” for violations of normal distribution. This means that the assumption can be violated without serious errorbeing introduced into the test in most circumstance.
Potential assumption violations include (Emory University, n.d.)
Implicit factors – the lack of independence within the sample
Lack of independence: the lack of independence between samples
Outliers – the apparent non-normality of the entire samples
Unequal population variances
Patterns in plot of data – detecting violation assumptions through graphics
Reference
Harvard University (n.d.) The important assumptions for using the t-test. Harvard Canvas. Retrieved from. canvas.harvard.edu › courses › files › download
Maverick, J. B. (2020). What assumptions are made when conducting a t-test? Retrieved from https://www.investopedia.com/ask/answers/073115/what-assumptions-are-made-when-conducting-ttest.asp
Emory University. (n.d.). Test Assumptions. http://www.psychology.emory.edu/clinical/bliwise/Tutorials/TOM/meanstests/assump.htm
Topic 4 DQ 2
Step 2 of hypothesis testing is to check the assumptions. In hypothesis testing, all statistical tests have assumptions, circumstances that need to be satisfied before the completion of the test (Corty, 2016). If this does not happen, the test results will be uncertain (Corty, 2016). There are three assumptions that can be made of the t-test:
Random Sample: The sample is random from the population, robust if violated (Corty, 2016).
Independence of observations: Cases within the sample don’t influence each other, not robust if violated (Corty, 2016).
Normality: The dependent variable is normally distributed in the population, robust to violations if the sample is large (Corty, 2016) T-Test Nursing assignment.
Whether or not the sample is a random sample from the population is the first assumption (Corty, 2016). This assumption is robust, meaning if it is violated, the analysis can still be completed (Corty, 2016). For example, a researcher is using the mean of a sample of adults with ADHD in comparison to the mean of a population of adults with ADHD to perform a single- sample t test (Corty, 2016). If she takes a random sample from a population of adults with ADHD from one state, the researcher should only generalize her results from that particular state (Corty, 2016. However, if the researcher chose participants not at random, the first assumption would be violated. Although, the test can still be completed.
The next assumption is that the observations in the sample are independent, the assumption is not robust (Corty, 2016). This means, if the assumption is violated, the t test cannot be completed (Corty, 2016). Using the same example as before, each subject appears in the sample one time and the reaction times of each case does not influence one another (Corty, 2016). These cases are tested individually and randomly selected, making them independent, not violating the second assumption (Corty, 2016). If the cases were tested as a group and the samples were not random, they become dependent to one another and the second assumption is violated. The test cannot be completed. T-Test Nursing assignment
Reference
Corty, E.W. (2016). Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences. (3rd Ed.) New York, NY: Worth Publishers T-Test Nursing assignment
May 30, | nursing, med, NURS, Paper
Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Week 3: Personality Disorders
I cannot believe these people. Don’t they know who I am? I deserve better treatment than this. That hostess should have seated me immediately, but I had to wait for 10 minutes and then she put me at this table right by the kitchen. I see an empty table right in the middle where I should be. I am just going to get up and move there. I don’t care what the hostess says, rules don’t apply to me. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Ashley, age 25
Personality disorders represent perhaps the most challenging disorders that the psychiatric mental health nurse practitioner will have to address in their professional careers. Personality disorders can co-occur in every mental health disorder and, in some cases, can mask as disorder . Although difficult to treat, the PMHNP must be able to identify personality disorders and endeavor to work with the client to not only recognize the disorder, but to treat a disorder that clients often do not believe they have.
This week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder. You also will complete the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam.
ORDER A CUSTOM-WRITTEN PAPER NOW
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)
Chapter 22, “Personality Disorders” (pp. 742–762)
Chapter 13, “Psychosomatic Medicine” (pp. 451–464)
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”
Chapter 69, “Antisocial Personality Disorder”
Chapter 70, “Borderline Personality Disorder”
Chapter 71, “Histrionic Personality Disorder”
Chapter 72, “Narcissistic Personality Disorder”
Chapter 73, “Cluster C Personality Disorders
Note: You will access this book from Walden Library databases.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
“Personality Disorders”
Note: You will access this book from Walden Library databases.
Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. Psychiatry: Interpersonal & Biological Processes, 76(1), 32–52. doi:10.1521/psyc.2013.76.1.32
Note: You will access this article from Walden Library databases.
Rees, C. S., & Pritchard, R. (2015). Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52(1), 45–55. doi:10.1037/a0035158
Note: You will access this article from Walden Library databases. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Required Media
Laureate Education. (2017a). A woman with personality disorder [Interactive media file]. Baltimore, MD: Author.
Kernberg, O. (n.d.). Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg, MD. [Video file]. Mill Valley, CA: Psychotherapy.net
Note: This video is approximately 94 minutes of length. You will access this article from Walden Library databases.
Discussion: Treatment of Personality Disorders
Personality disorders occur in 10–20% of the population. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.
In this Discussion, you will explore personality disorders in greater detail and discuss treatment options using evidence-based research. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Learning Objectives
Students will:
Analyze diagnostic criteria for personality disorders
Analyze evidence-based psychotherapy and psychopharmacologic treatments for personality disorders
Analyze clinical features of clients with personality disorders
Align clinical features with DSM-5 criteria
Compare differential diagnostic features of personality disorders
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!
To prepare for this Discussion:
By Day 5 of Week 2, your Instructor will have assigned you a personality disorder, which will be your focus for your initial post for this Discussion.
Review the Learning Resources.
By Day 3
Post:
Explain the diagnostic criteria for your assigned personality disorder.
Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.
Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria.
Support your rationale with references to the Learning Resources or other academic resources.
By Day 6
Respond to at least two of your colleagues by comparing the differential diagnostic features of the disorder you were assigned to the diagnostic features of the disorder your colleagues were assigned. What are their similarities and differences? How might you differentiate the two diagnoses? Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 3 Discussion
Assignment 1: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
Evaluate clients for treatment of mental health disorders
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
** Assigned in Week 3 and submitted in Week 4
Examine Case 1: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
Which Decision did you select?
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different? Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Decision #2: Treatment Plan for Psychotherapy
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients and their family.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
By Day 7
Submit by Day 7 of Week 4.
Assignment 2: Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
In Weeks 1 or 2 of this course, you received an e-mail from Fitzgerald Health Education Associates (FHEA) explaining how to access the Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam. Please follow the directions FHEA provided and complete the exam. You must complete the exam by Day 7 of Week 3 to receive a grade. Each exam is worth 100 points and 10% of your grade. The 3-hour exam is required and will provide you with an overall view of your preparedness for the certification exam. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Note: Your Instructor receives the results and will inform you when the results are available. Do not e-mail the Fitzgerald site.
Assignment 3: Board Vitals
This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.
https://www.boardvitals.com/
By Day 7
Complete the Board Vitals questions.
Making Connections
This week, you explored the many personality disorders and used the DSM-5 criteria for diagnosing individuals with specific personality disorders. You used the Decision Tree format to diagnose and treat a client with a personality disorder. You also completed the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam.
Next week, you will analyze clients presenting for treatment of substance-related and addictive disorders and evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders.
NURS_6670_Week3_Discussion_Rubric
Grid View
List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.
Points Range: 44 (44%) – 44 (44%)
* Thoroughly responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. * supported by at least 3 current, credible sources
Points Range: 40 (40%) – 43 (43%)
* Responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 75% of post has exceptional depth and breadth * supported by at least 3 credible references. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Points Range: 35 (35%) – 39 (39%)
* Responds to most of the discusion question(s) *is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 50% of post has exceptional depth and breadth * supported by at least 3 credible references
Points Range: 31 (31%) – 34 (34%)
* Responds to some of the discusion question(s) * one to two criteria are not addressed or are superficially addresed *is somewhat lacking reflection and critical analysis and synthesis *somewhat represents knowledge gained from the course readings for the module. * post is cited with fewer than 2 credible references
Points Range: 0 (0%) – 30 (30%)
* Does not respond to the discusion question(s) * lacks depth or superficially addresses criteria *lacks reflection and critical analysis and synthesis *does not represent knowledge gained from the course readings for the module. * contains only 1 or no credible references
Main Posting: Writing
Points Range: 6 (6%) – 6 (6%)
* Written clearly and concisely * Contains no grammatical or spelling errors * Fully adheres to current APA manual writing rules and style
Points Range: 5.5 (5.5%) – 5.5 (5.5%)
* Written clearly and concisely * May contain one or no grammatical or spelling error * Adheres to current APA manual writing rules and style
Points Range: 5 (5%) – 5 (5%)
* Written concisely * May contain one to two grammatical or spelling error * Adheres to current APA manual writing rules and style
Points Range: 4 (4%) – 5 (5%)
*Writtten somewhat concisely * May contain more than two2 spelling or grammatical errors * Contains some APA formatting erros
Points Range: 0 (0%) – 4 (4%)
* Not written clearly or concisely * Contains more than two spelling or grammatical errors * Does not adhere to current APA manual writing rules and style
Main Posting: Timely and full participation
Points Range: 10 (10%) – 10 (10%)
* meets requirements for timely and full participation * posts main discussion by due date
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 6 (6%)
* does not meet requirement for full participation
First Reponse
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
Points Range: 8.5 (8.5%) – 8.5 (8.5%)
* response exhibits critical thinking and application to practice settings
Points Range: 7.5 (7.5%) – 8 (8%)
* response has some depth and may exhibit critical thinking or application to practice setting
Points Range: 6.5 (6.5%) – 7 (7%)
* response is on topic, may have some depth. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Points Range: 0 (0%) – 6 (6%)
* reponse may not be on topic, lacks depth
First Reponse: Writing
Points Range: 6 (6%) – 6 (6%)
* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English
Points Range: 5.5 (5.5%) – 5.5 (5.5%)
* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English
Points Range: 5 (5%) – 5 (5%)
* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English
Points Range: 4.5 (4.5%) – 4.5 (4.5%)
* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited
Points Range: 0 (0%) – 4 (4%)
* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
First Reponse: Timely and full participation
Points Range: 5 (5%) – 5 (5%)
* meets requirements for timely and full participation * posts by due date
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
* does not meet requirement for full participation
Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
Points Range: 8.5 (8.5%) – 8.5 (8.5%)
* response exhibits critical thinking and application to practice settings
Points Range: 7.5 (7.5%) – 8 (8%)
* response has some depth and may exhibit critical thinking or application to practice setting
Points Range: 6.5 (6.5%) – 7 (7%)
* response is on topic, may have some depth
Points Range: 0 (0%) – 6 (6%)
* reponse may not be on topic, lacks depth. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
Second Reponse: Writing
Points Range: 6 (6%) – 6 (6%)
* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English
Points Range: 5.5 (5.5%) – 5.5 (5.5%)
* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English
Points Range: 5 (5%) – 5 (5%)
* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English
Points Range: 4.5 (4.5%) – 4.5 (4.5%)
* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited
Points Range: 0 (0%) – 4 (4%)
* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited
Second Reponse: Timely and full participation
Points Range: 5 (5%) – 5 (5%)
* meets requirements for timely and full participation * posts by due date
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
* does not meet requirement for full participation. Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam
